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By W. T. Thom

All engineering education is faced by certain basic problems, three of which seem to have particular present importance in geological engineering training in general, and in respect to training for oil field geo-exploratory work in particular. Problem i The first of these problems has to do with present and future educational objectives and with the numbers and qualities of the men who should be coming out of our geo-exploratory training programs. Before the war we needed ever-increasing numbers of graduates at the Bachelor's level and a very much smaller number of men who had reached the Doctorate degree. Now, with more difficult, more extensive, and more costly exploratory work; with a rapid expansion of company "staff" activities, and with the initiation of many new research organizations and laboratories; it is clear that men of exceptional ability will be more and more in demand, and that the schools will need to carry a greater proportion of their students through to the Ph.D, degree. Problem 2 Assuming that the mineral industries will need an increasing supply of well-qualified Ph.D.s for future geoexploratory work (staff, line and research), can the schools expect to provide this supply of able Ph.D.s merely by expanding the proportion of B.S. and B.A. majors who go on through to the doctorate stage of training? And the answer is definitely "No"—as the situation stands at present. Most A.B. graduates are years short of the preparations in basic science and elementary engineering prerequisite to effective graduate study in the geoexploratory fields (paleontology ex-cepted), and similarly many of the annual crop of B.S. graduates lack adequate training in English; in ancient and modern history; and in the modern principles of labor and public relations. Indeed, several basic problems of undergraduate curricular organization and integration remain to be solved before most recipients of a Bachelor's degree will have that sound and broad educational foundation prerequisite to graduate training on a really effective basis. It is for these reasons that we have continued to experiment with our geological engineering program at Princeton, in an endeavor to provide a pilot-plant demonstration of a suitably broad and flexible undergraduate curriculum. Problem 3 But assuming that the schools can and do get undergraduate curricula set up in proper phase and scale to meet needed enrollment quotas for graduate training, what about the most urgent part of our whole mineral-industry educational problem? What about finding and bringing into mineral-industry training those youngsters of superior ability who are, by potential or known inclination, especially well-qualified for geoexploratory work?

Jan 1, 1949

By P. H. Bohart

THe answer to the title question will be found by considering the ultimate influence of the petroleum engineers on industry and by considering the tools with which petroleum engineers must be equipped. Some 2000 to 3000 petroleum engineers are being absorbed by the industry yearly, indicating the magnitude of influence which they may exert on the industry. The petroleum industry is a highly technical one and it is inevitable that management be entrusted more and more to executives with technical training. The industry, therefore, expects the petroleum engineering schools to provide a broad basic training and a social and economic orientation which goes beyond merely supplying the minimum technical qualifications necessary to discharge responsibilities for a particular job. Because of the many branches of industry, emphasis must be placed on the Student's being trained in fundamentals, as well as grounded in other engineering branches, such as mechanical, civil and electrical engineering. The petroleum engineering graduate must know how to outline and organize the material for an engineering report and should be thoroughly grounded in English, both written and spoken. Even to the end that a five-year course may be required, they should receive instructions in auxiliary cultural and social science courses, industrial relations, and public speaking. Training in the method of approach to an engineering problem is something in which industry is deeply interested. A standard of ethics, a desire to arrive at the truth, and leadership training should be stressed. Introduction The basis of an an to any ques- tion concerning the petroleum engineering schools' responsibility to the industry will be found by considering the ultimate influence of the petroleum engineers on the industry and by considering also the tools with which petroleum engineers must be equipped in order to achieve success and happiness in the role in which their training, individual talents and choice of a profession ultimately will cast them. The problem must always be considered as it relates to a large group and not as it relates to a particular individual possessing strong natural talents and destined, by virtue of them, to pursue a certain course. The question implies that petroleum engineering schools have a responsibility, and indeed they do, not only to the industry but also to the students and even to the public. Because the responsibility is concentrated in a relatively few schools whose graduates are absorbed largely by the one industry, the responsibility is more apparent and the effect of failure to discharge the responsibility fully is more serious than the effect of similar failure on the part of schools supplying a smaller portion of the industry's intake of engineering graduates. This fact is especially true with respect to an industry such as the petroleum industry whose ratio of technical to nontechnical employees is relatively high and is increasing.

Jan 1, 1948

By P. H. Bohart

THe answer to the title question will be found by considering the ultimate influence of the petroleum engineers on industry and by considering the tools with which petroleum engineers must be equipped. Some 2000 to 3000 petroleum engineers are being absorbed by the industry yearly, indicating the magnitude of influence which they may exert on the industry. The petroleum industry is a highly technical one and it is inevitable that management be entrusted more and more to executives with technical training. The industry, therefore, expects the petroleum engineering schools to provide a broad basic training and a social and economic orientation which goes beyond merely supplying the minimum technical qualifications necessary to discharge responsibilities for a particular job. Because of the many branches of industry, emphasis must be placed on the Student's being trained in fundamentals, as well as grounded in other engineering branches, such as mechanical, civil and electrical engineering. The petroleum engineering graduate must know how to outline and organize the material for an engineering report and should be thoroughly grounded in English, both written and spoken. Even to the end that a five-year course may be required, they should receive instructions in auxiliary cultural and social science courses, industrial relations, and public speaking. Training in the method of approach to an engineering problem is something in which industry is deeply interested. A standard of ethics, a desire to arrive at the truth, and leadership training should be stressed. Introduction The basis of an an to any ques- tion concerning the petroleum engineering schools' responsibility to the industry will be found by considering the ultimate influence of the petroleum engineers on the industry and by considering also the tools with which petroleum engineers must be equipped in order to achieve success and happiness in the role in which their training, individual talents and choice of a profession ultimately will cast them. The problem must always be considered as it relates to a large group and not as it relates to a particular individual possessing strong natural talents and destined, by virtue of them, to pursue a certain course. The question implies that petroleum engineering schools have a responsibility, and indeed they do, not only to the industry but also to the students and even to the public. Because the responsibility is concentrated in a relatively few schools whose graduates are absorbed largely by the one industry, the responsibility is more apparent and the effect of failure to discharge the responsibility fully is more serious than the effect of similar failure on the part of schools supplying a smaller portion of the industry's intake of engineering graduates. This fact is especially true with respect to an industry such as the petroleum industry whose ratio of technical to nontechnical employees is relatively high and is increasing.

Jan 1, 1948

By Charles H. Fulton

CHARLES H. FULTON, chairman, presided at the first session of the Mineral Industry Education Division on Wednesday morning. Reporting for the program committee, Edward Steidle, its chairman, pointed out that its function was not to arrange programs for meetings but to plan a program for the Division to follow in the development of its activities. This was appropriately followed by presentation and discussion of his paper, "Basic Trends in Mineral Industries Education," which, being available in printed form, was only presented in oral abstract. Jay A. Carpenter submitted interesting written discussion that was read, in his absence, by A. M. Smith. Most of the morning was devoted to the discussion of the paper, which was too extensive and ranged too widely to attempt to report in much detail. H. T. Mann, H. P. Hammond, Cadwallader Evans, C. H. Fulton, T. T. Read, D. F. McFarland and P. B. Bucky joined in the discussion, Mr. Hammond making a plea for more unification in mineral industry education, saying that in the study he made for the Society for Promotion of Engineering Education about 35 different curricula preparatory to work in the mineral industry were discovered to exist. He felt that most of the needs of the mining industry could he met by men who had had four years of engineering training of good enough basic quality to permit them to advance along special lines. However, there was apparently a growing demand, as reflected by the increasing number of candidates for the Master's degree in engineering, for men with more thorough training in the fundamentals.

Jan 1, 1933

By Arthur F. Taggart

ENGINEERING education today is like a crazy quilt of somber wools and gaudy shoddy, chain-stitched on an academic assembly line, and sold at ever mounting prices to inexperienced youths for lifetime use. Each engineering school offers a half-dozen or so patterns with essentially the same skimpy wool content. Sales appeal is in the color of the shoddy, denoted by the hopeful adjectives chemical, civil and the like. This article is argument for an all wool product made by slow, careful handwork. Bluntly it proposes a thorough four-year undergraduate drill in fundamental science and general engineering empirics, leavened by continuing study of the third of the engineer's troubles: Man. It is not contended that existing methods of engineering education have failed to start men on the path to successful engineering practice (too many of you have started that way); rather, social conditions and the bounds of knowledge have changed tremendously, and corresponding alterations in the pattern of engineering education are overdue. We'll Teach the Specifics The first part of this contention is illustrated by excerpts from a letter received recently from an officer of one of the largest corporations: "We are interested in employing two or three outstanding young engineers to be placed on a special training program to develop them as design and construction engineers.... "We propose to put these men on a four-month indoctrination and orientation course after which they would be given job-training assignments for a period that will vary from about six months to about a year and a half depending upon the aptitudes, abilities and intelligence of the candidates.... "I am not too fussy about what kind of engineers the men might be insofar as academic courses are concerned. They could be.. . in almost any engineering classification.... We can furnish the additional training beyond the academic fundamentals. "The starting rate for these jobs would be $326 per month...." This letter is not unique; rather it is representative of a practice that has become common. It is industry's enforced response to the general refusal by young graduates to submit to union domination in order to gain operating experience at the labor level. The message to engineering schoolteachers is plain: You teach the fundamentals; we'll teach our practice and pay the graduate to learn it. The letter means to the student that time spent in school studying the specific practices of particular industries is waste compounded. The school can't give the equivalent of what industry teaches, wherefore industry will still demand apprenticeship. The student must pay for the specific instruction at school instead of being paid to take it later. And time-consuming specifics crowd out drill in basic scientific and technical subjects as well as liberal arts.

Jan 1, 1952

EDUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the fist really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at fist, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

By Thomas T., Read

E DUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the first really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at first, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work, as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

By Charles Willis

MANY of the failures in vocational education are due to the fact that the educational methods were not designed to the capabilities, habits, and environments of those to be trained; rather they were based on the policy that education is education and lessons are lessons, whether for youngsters of fifteen or for men of forty. Vocational education among miners involves, first, a study of the men themselves, their habits, and the use of their leisure time; second, a study of the differences between the methods of teaching required for men and for children. Certain fundamental requirements of training methods for miners are reasonably universal and may be applied with success to any ordinary mining community. The rate of labor turnover is another consideration; it would be useless to design a four-year course for men who remain in one place only a few months.

Jan 7, 1919

G. M. TAYLOR,* Colorado Springs, Co1o.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one mine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every plan who is working for wages is looking for n lease-everyman has mined for him- self, he has been his on7n boss on n lease, either on our own property or

Jan 1, 1919

G. M. TAYLOR,* Colorado Springs, Colo.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one urine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every man who is working for wages is looking for a lease-every man has mined for him-self, he has been his own boss on a lease, either on our own property or on some of the other properties, and it makes a different class of employees.

Jan 12, 1919

By Edwin Ludlow

EDWIN LUDLOW, the 41st President of the A. I. M. E., died in Muskogee, Okla., on Feb. 10, 1924, after a brief illness of influenza followed by pneumonia. He was born in Oakdale, Long Island, N. Y., March 12, 1858, a son of William Handy and Louise (Nicoll) Ludlow, attended Flushing (L. I.) Institute 1868-75: and Columbia School of Mines (N. Y.) where he graduated with the degree of Engineer of Mines with the Class of 1879. After graduation his first employment was as assistant engineer in river and harbor work on the Delaware River near Philadelphia. In 1881 he went to Mexico as one of the engineers on the Mexican Central Railroad, then building from Laredo, Texas, to Mexico City. The road being in financial difficulties he returned to the United, [states, and shortly thereafter was made superintendent of the Union Coal Co.'s collieries located in the western middle anthracite field, between Shamokin and Mt. Carmel. Ludlow and Arthur H. Storrs, then superintendent of the Neilson Shaft Colliery, in Shamokin, were known throughout that section as the baby superintendents, both under 25 years of age. The appointments of such young men were at that time unique and set a record for youthful assumption of re-

Jan 1, 1924

By Henry P. Ehrlinger

THE Alta and St. Louis mines of the Alta Mines, Inc., produce a somewhat oxidized ore with a talc gangue that presents quite a problem in milling. For several years the mill recoveries were relatively low and there seemed to be no cure for this condition even with increasing the various collecting agents and frothers to two or three times of what they should be. The usual alibi of "oxidized ore" was given as the reason for these results and the matter stood there for some time until these investigations were started. FLOWSHEET As a brief outline of the flowsheet the ore is crushed to minus I in. in a Telsmith jaw crusher and then fed to a 64 1/2 Marcy grate mill. The resulting product from the grate mill is passed over a trommel where the coarse particles (plus 7 mesh) are returned to the grinding circuit through the classifier. The under 7-mesh pulp is passed over two Denver mineral jigs where a high grade concentrate is produced, thence over two Wilfley tables where a table concentrate is produced and about 80 pct of the oxide lead recovered. The tailings from these tables are pumped back to the classifier and after classification the 30 pct pulp density product, which overflows the lip, is passed into a series of 10 Denver economy flotation cells where a lead-copper concentrate is produced. Three products are made and shipped to the smelter termed jig, table and float concentrates. RESULTS WITH VARIOUS REAGENTS In March of this year work was started on the metallurgical problems of the mill and, as is shown in Table I, the results obtained were not too efficient. [ ] Tests were run with various reagent combinations that were recommended for ores of this nature but there was no appreciable effect on the recoveries. The grades of the flotation concentrates were reduced by the insoluble picked up and retained by these more powerful collectors and frothers. RESULTS WITH "METSO" In past work on ores of this type the use of "Metso" had improved gold and lead recoveries, but no effect on the silver and copper recoveries had been noted. To

Jan 1, 1947

By Carle Hayward

IN reheating quenched steel to remove part of the hardness, the softening effect has generally been considered to be a function of temperature and time. The temperature effect is well known, and long before pyrometers were heard of the blacksmith was able to do a good job of tempering, by rule-of-thumb methods and experience in judging temperatures. Modern conditions, which demand steel that will withstand the severest tests, require that the heat treatment he carried out with every possible precaution to secure the best results obtainable. Pyrometers and heat-treatment furnaces of many types are on the market and improvements are continually being made so that it is now possible to regulate the temperature in heat treatment very accurately. There is -still a question regarding the time that the steel should be subjected to treatment. It is customary with all operators to insure the desired tem-pressure throughout the specimen and it is generally supposed that a longer treatment of a hardened steel produces a further softening but there are few published figures showing the exact effect of time of treat-ment at constant temperature. A search of the literature disclosed several brief statements that the tempering effect was a function of both time and temperature, but in no case were any figures given. The opinion is very generally held that the well-known tempering colors are accurate indicators of the degree of tempering. This is disputed by Brearley (The Heat Treatment of Tool Steel, page 102) who states: It has been said that the result would be the same in respect to both hardness and other properties whether the colors were obtained by a shorter heating at a higher temperature or a longer heating at a lower one. This, to say the least, is a very doubtful conclusion, and is certainly not borne out by mechanical tests on oil-hardened and tempered motor car steels, which, after tempering for periods varying from 15 min to 2 hr., show no very great differences. The present investigation had for its object the obtaining of some definite data regarding the effect of time, which might serve as a guide to those engaged in the heat treatment of steel. The Rhode Island Tool Co. cooperated by furnishing the steel and machining the test specimens.

Jan 2, 1917

By M. L. Holzworth, Philip R. Sperry, Paul A. Beck

INTRODUCTION THE basic work of Z. Jeffries1,2,3 has long ago established the main features of grain growth in the presence of a dispersed second phase. Working with sintered specimens of initially fine grained tungsten, to which various amounts of thoria have been added, Jeffries found that grain growth was inhabited, that is, practically prevented, up to a certain annealing temperature. When this temperature, which increased with the thoria content, was exceeded, extremely large grains developed abruptly from the fine grained matrix. Such a "coarsening temperature" was later found by Gross mann13,14 in certain types of steel, while Bain showed" that in other steels grain growth was gradual, without inhibition and abrupt coarsening. Later work16,17,18,19,21 demonstrated the connection between coarsening and aluminum additions. The viewpoint that the direct cause of inhibition and coarsening in aluminum killed steels is a fine dispersion of aluminum oxide21 appears to be held quite generally, although some doubts have been voiced even very recently.20 In steels with Ti additions the titanium carbide phase is considered responsible for the inhibition effects found.20 The coarsening temperature increases, with the titanium content. That coarsening may occur, as a result of certain heat treatments, even in low carbon rimmed sheet steel, was shown by Samuels,22 He also detected coarsening in a steel ingot of similar composition, after giving it the same heat treatment as that used by him for the sheet material, In this instance the identity of the inhibiting phase has not been determined, However, Tangerding found 23 that even the few small carbide particles, which occur in carbonyl iron, have a very marked inhibitive effect. As a result of an oxidizing anneal at 850°C, large grains begin to form at the surface of the carbonyl iron specimen, and gradually grow inward as the subsurface oxidation of the carbide particles progresses and eliminates the obstruction, The carbide particles can be removed also by annealing in hydrogen, with similar results. But if the oxidizing anneal of 10 hr at 850°C in air, is followed by annealing in hydrogen for 75 hr at the same temperature, grain growth is more spectacular; usually the whole specimen is transformed into a single crystal (approx. 1,5 cm X 5 cm). The reversed procedure, that is, hydrogen annealing followed by oxidizing annealing leads to smaller grains. Tangerding arrived at the logical conclusion that there must have been in his specimens some additional obstruction to grain growth resulting from a minor impurity, other than carbon. It seems likely that this obstruction was caused by an oxide formed during the oxidizing anneal and gradually reduced during the subsequent hydrogen-annealing. Other instances of grain growth inhibition of varying severity, associated with a dispersed second phase, have been described by several authors. Notable examples: lead with 0.06 pct Cu or Ni,24 cartridge brass with 0.12 pct Cr,25 or with up to 0.15

Jan 1, 1948

By Robert L. Schuster, James A. Doolittle, Ronald L. Sack

The effect of the height of a retaining-wall-supported berm on the slope stability of an idealized mine-tailings dam was investigated. The material in the dam was idealized as a two-layered system with the phreatic surface delineating the boundary between the layers. In each layer the tailings were assumed to be homogeneous and isotropic. The effect of variation in height of the berm was examined for tailings dams with three different, commonly occurring slopes. The stresses and displacements were obtained using the finite element method. An incremental analysis technique was employed to simulate sequential construction of both the tailings dam and the retaining-wall-supported berm. A one-dimensional element was used to represent all interfaces and discontinuities in the finite element model. Assuming a hyperbolic model, the nonlinear stress-strain relationship for the tailings was approximated using the method of successive increments. The stresses obtained in the finite element analyses were used in conventional slope stability analyses assuming circular failure surfaces. The results of the study show that the use of a retaining-wall-supported berm is an effective means of improving the stability of a tailings dam. This increased stability is greater for dams with steeper slopes. In addition, the increase in factor of safety is particularly notable for berm heights less than 25% of the height of the dam.

Jan 1, 1975

By Harold M. Mooney

WHEN apparent resistivity data are taken with the symmetrical Wenner 4-electrode spread, a fixed center position is used and readings are taken for values of electrode separation. Basic data consist of apparent resistivity plotted against separation of adjacent electrodes. The interpreter attempts to infer geologic structure, such as the depth to discontinuities and the nature of subsurface earth materials. An earlier paper1 described methods for interpreting resistivity data. All of these involve a severe assumption, namely that the earth in the region of interest consists of horizontal layers, electrically homogeneous and isotropic. The actual earth never satisfies this assumption exactly and may deviate from it so much that none of the above methods can be applied. Attempts in three directions have been made to modify the assumption so that it approaches known geologic complexity more closely.

Jan 12, 1954

By J. Vakili

The objective of this paper is to present a practical method for calculating minimum safety factors of rock slopes with a horizontal layer of weak material. It is demonstrated that the most critical failure surface, in this case, is a bilinear surface composed of a horizontal failure surface inside the weak layer and an inclined surface inside the rock. The model presented in this paper shows that with a good approximation, the change in slope for the bilinear failure surface may occur directly below the slope crest. This assumption simplifies the calculation of safety factors considerably, because the most critical failure surface is located directly, and the trial computations for a number of failure surfaces are not necessary. Special parameters involved in slope stability analyses of highwalls in open-pit mines are discussed and, by an example calculation, the applicability of this method is demonstrated.

Jan 1, 1985

By Brahm Prakash, R. Schuhmann

Chemical conditions for flotation and nonflotation of cassiterite and fluorite with oleic acid as collector and with alizarin dyes as modifying agents were studied by means of small-scale, vacuum-flotation tests. Artificial cassiterite was prepared for these tests by high-temperature methods, especially by crystallization from borax melts.

Jan 1, 1950

By D. Malhotra, R. M. Hoover, F. N. Bender

The paper discusses the effect of aeration and agitation on grade and recovery of molybdenite. A series of factorially designed flotation tests were carried out in a "Leeds Automatic Laboratory Flotation Cell." Analysts of flotation results indicate that molybdenite has fast floating and slow floating components. The rates of fast floating components, which do not create a problem inflotation, could be varied by changing agitation or airflow rates. However, the rate of slow floating components was stable and was only a function of residence time. Aeration has a significant effect on the grade of MoS2 and only a slight effect on the recovery of MoS2. Agitation has a slight effect on the grade, but does not effect the recovery of molybdenite. The implications of the results on the design of flotation cells and control and optimization of the existing circuits are also considered.

Jan 1, 1981

By B. Foley

IN THE first report1 disks of steel of known composition and history were exposed, under carefully prescribed conditions, to impacts of explosion products resulting from the explosion of 50-gm. charges of explosives having well-determined rates of detonation, or to impacts of a weight of known mass, falling through measured distances. There were available at the Bureau of Mines Experiment Station five explosives, having rates of detonation of 5716, 4470, 3190, 2296, and 1523 meters per second. It being desired to continue this exposure downward, and no explosives with a lesser rate of detonation being at hand, resort was had to the impact of a falling weight, the differences in the velocity of impact being attained by varying the height from which the weight was allowed to fall. It was expected by this means to demonstrate experimentally that the development of Neumann bands was determined by the suddenness of the deformation of the metal in which they were produced. But while progressive deformations were obtained with the explosive arges, the falling-weight method failed because the tup was ogressively deformed, also the disks were so flattened as to be unfit for metallographic examination. A return, therefore, has been made to the use of explosives as the source of energy, an air-gap being interposed between the charge of explosive and the disk, as the effect diminishes as the function of the distance between the charge and the object on which the products of its explosion, or the shock wave from its detonation, impinge. The details of the arrangement of the tests by the air-gap method were the same as those described by Foley and Howell,2 except that after the system had been set up and the desired apparent specific gravity for the explosive

Jan 2, 1926